Acceptability and Reported Use of Daily Behavior Report Cards Among Teachers

Sandra M. Chafouleas · T. Chris Riley‐Tillman · Kari A. Sassu

110 citations0/0 files storedJournal of Positive Behavior Interventions

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Behavioral and Psychological Studies Early Childhood Education and Development Education Discipline and Inequality

Abstract

In this study, a sample of teachers was surveyed regarding their reported use and acceptability of daily behavior report cards (DBRCs). Almost two thirds of responding teachers indicated that they have used versions of DBRCs in their practice. Respondents' use of DBRCs was not restricted to a single purpose or situation. Additional findings suggested that the format of DBRCs varies widely, suggesting that teachers have found the DBRC to be highly adaptive in representing a broad array of possibilities rather than having a single, scripted purpose. An additional noteworthy finding relates to the general acceptance of DBRCs by teachers as both behavior-monitoring tools and as components in interventions. In summary, results provide support to previous claims that the DBRC is both a used and accepted tool in practice, suggesting that DBRCs deserve closer attention in research and practice related to positive behavior supports. Limitations, future directions, and implications are discussed.

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References

2003Responding to Problem Behavior in Schools: The Behavior Education Program 2000A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning 1970HOME‐BASED REINFORCEMENT AND THE MODIFICATION OF PRE‐DELINQUENTS' CLASSROOM BEHAVIOR1 2000Behavioral conceptions and applications of acceptability: Issues related to service delivery and research methodology.

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